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This paper shares the results of research assessing the outcomes of teaching towards an ethnorelative worldview through psychology study abroad. Action research assessing the efficacy of intercultural pedagogy integrating psychology and the Developmental Model of Intercultural Sensitivity using the Intercultural Development Inventory (IDI) was conducted. Results of two different studyabroad classroom research studies are reported and contrasted. A two-week shortterm study abroad including cultural comparative pedagogy with an emphasis on multiple perspectives and on-site facilitated reflection achieved significant changes in IDI subscales. Contrasted with year-long study-abroad 'island' classroom research, including group comparison with and without intentional intervention, results suggest that the pedagogy and the duration of study abroad make a difference in student intercultural growth.

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Recent societal trends indicate more tolerance for homosexuality, but prejudice remains on college campuses. Speaker panels are commonly used in classrooms as a way to educate students about sexual diversity and decrease negative attitudes toward sexual diversity. The advent of computer delivered instruction presents a unique opportunity to broaden the impact of traditional speaker panels. The current investigation examined the influence of an interactive “virtual” gay and lesbian speaker panel on cognitive, affective, and behavioral homonegativity. Findings suggest the computer-administered panel is lowers homonegativity, particularly for affective experiential homonegativity. The implications of these findings for research and practice are discussed.

Although research suggests that service learning (SL) is being incorporated into the college classroom at an increasing rate, faculty often report that they are not convinced of its educational values. There is a lack of research on, and awareness about, what SL is, how it can be incorporated into the curriculum, and the outcomes on student learning. In this article, the authors discuss the research and philosophy behind SL as an experiential pedagogical technique, describe one model of integrating SL into a large college classroom, and share findings on student outcomes across six areas of student development. Findings include implications for practice related to previous service experience of students, student gender, and service as a course requirement.